Abstract
This paper examines the role language learning played in early modern subject formation. Classical and medieval subject formation relied on Latin language learning—oriented around the inculcation of grammatical rules—to shape the student as a virtuous and obedient subject. This mode of grammatical rule-learning was incompatible with the disorderliness of the English vernacular, which was believed to lack grammar. While the Latinate model of subject formation persists into the early modern period, the present essay examines how understandings of the vernacular as fundamentally disordered and disorderly revalued older ideas about order and disorder, and destabilized older models of top-down, master-student subject formation. [R.R]
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